MINUTES OF THE PARTICIPATING
ORGANIZATIONS LIAISON COUNCIL
M ar c h 2 01 5
Participating Organizations Liaison Council
David Widmer, P.L.S., Chair
The annual meeting of the Participating Organizations Liaison Council (POLC) was held Saturday, March 7,
2015, at the Hilton San Diego Del Mar in Del Mar, California. NCEES President David Widmer, P.L.S., presided.
The following were present from NCEES:
§ David Widmer, P.L.S., NCEES President
§ Michael Conzett, P.E., NCEES President-Elect
§ Jerry Carter, NCEES Chief Executive Officer
§ Davy McDowell, P.E., Chief Operating Officer
§ Sherrie Saunders, CAP-OM, Executive Assistant
Societies were represented as follows:
§ Joseph Cramer, Ph.D., P.E.—American Institute of Chemical Engineers (AIChE)
§ Charles Sparrow, Ph.D., P.E.—American Nuclear Society (ANS)
§ Chell Roberts, Ph.D.—American Society for Engineering Education (ASEE)
§ Sonia Jacobsen, P.E.—American Society of Agricultural and Biological Engineers (ASABE)
§ Blaine Leonard, P.E.—American Society of Civil Engineers (ASCE)
§ David Soukup, P.E.—American Society of Mechanical Engineers (ASME)
§ William Anderson, P.E., D.E.E.—Council of Engineering and Scientific Specialty Boards (CESB)
§ Adam Andrews—CESB
§ Howard Brunner, P.L.S.—California Land Surveyors Association (CLSA)
§ Aaron Collins, Ph.D., P.E.—Institute of Electrical and Electronics Engineers–USA (IEEE–USA)
§ Michael Graul, Ph.D., P.E.—Institute of Industrial Engineers (IIE)
§ Gerald Wilbanks, P.E.—International Society of Automation (ISA)
§ Karol Grove, P.S.—Michigan Society of Professional Surveyors (MSPS)
§ Susan Jorgensen, P.E., S.E.—National Council of Structural Engineering Associations (NCSEA)
§ Joseph Luke, P.E.—NCSEA
§ Robert Green, P.E.—National Society of Professional Engineers (NSPE)
§ Mark Golden—NSPE
§ William Coleman, L.S.—National Society of Professional Surveyors (NSPS)
§ Chris Jelenewicz, P.E.—Society of Fire Protection Engineers (SFPE)
§ David Chapman, P.E.—Society of Naval Architects and Marine Engineers (SNAME)
§ Gregg Brandow, Ph.D., P.E., S.E.—Structural Engineering Institute of ASCE (SEI)
§ Jeffrey Fergus, Ph.D., P.E.—The Minerals, Metals and Materials Society (TMS)
The following societies could not attend:
§ American Academy of Environmental Engineers (AAEE)
§ American Council of Engineering Companies (ACEC)
§ American Society for Photogrammetry and Remote Sensing (ASPRS)
§ Architectural Engineering Institute of ASCE (AEI)
§ American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE)
1
President Widmer called the meeting to order and welcomed all attendees. POLC member organizations
submitted the following reports.
American Institute of Chemical Engineers (AIChE)
The NCEES Principles and Practice of Engineering (PE) Chemical exam development committee continues to
write, review, edit, and approve new questions for inclusion on future exams. The committee is currently
assembling and proofing exams several years ahead; the October 2017 exam will be assembled during the spring
meeting of this committee. The test results, based on psychometric measures, continue to be very good. The
committee is preparing for the transition to computer-based testing (CBT) for the PE Chemical exam; work on a
supplied reference for the exam is progressing. The committee will begin to develop a new professional activities
and knowledge study (PAKS) as the conversion to CBT is completed. This will require input from a large number
of chemical engineers and the AIChE membership will be solicited. The number of new items on exams has been
increased to about 40 percent to enlarge the bank with equater quality items. The committee continues to grow
its volunteer base, and several first-time volunteers were present at each of the most recent meetings.
The NCEES Fundamentals of Engineering (FE) Chemical exam development committee has consistently
prepared exams with high psychometric measures when compared to other disciplines. FE Chemical exams
again had a nearly 80 percent passing rate for first-time takers in 2014, but this dropped slightly compared to
previous years. The conversion to the new CBT exam went smoothly. The committee’s focus for 2015 will
primarily be item generation.
In January 2015, NCEES reported that the number of chemical engineers taking the new CBT exam (FY 2014)
experienced a significant drop when compared to historical exam’s pools covering similar periods. Due to the
relatively short period for administering the CBT-based exam (one year), this will be monitored to determine if
the trend continues. Due to the limited pool of examinees for the chemical engineering discipline and the strong
pool of questions, the number FE Chemical exam item-writing sessions was reduced from four times per year to
two times per year. To date, this has not adversely impacted the question pool.
Leadership of the PE Chemical committee is well represented by the Career and Educational Operating
Committee (CEOC) of AIChE, and service on both the FE and PE Chemical committees is considered to be
service to AIChE. In addition, AIChE follows the work of the NCEES Committee on Examinations for
Professional Engineers (EPE) and sends an AIChE representative to each EPE meeting.
AIChE continues to oppose inclusion in the NCEES Model Law a requirement for a master’s-or-equivalent to be
a prerequisite for initial P.E. licensure. AIChE and 10 other professional societies remain active in a group
named Licensing that Works. The group believes that the master’s-or-equivalent requirement is unnecessary to
protect the public’s health, safety, and welfare and is actively opposing the implementation of this requirement
by any licensing jurisdiction. In 2014, NCEES removed the requirement from the Model Law but still believes
that additional education should be required to take the PE exam. The question of additional educational
requirements is presently under study by an NCEES committee. AIChE and the Licensing that Works group
believe that individuals currently meeting licensing requirements possess the technical breadth, flexibility, and
intellectual skills to adequately protect the public and be in responsible charge of engineering. The Licensure
that Works consortium will continue to closely monitor developments.
In a related activity, AIChE established a working group of senior chemical engineers to develop a body-of knowledge (BOK) document for chemical engineers working as engineering professionals and to guide the
education efforts of AIChE. The body of knowledge may be used as a basis for restructuring some of the AIChE
offerings in the AIChE Academy, its continuing professional education entity. The intent is to align the course
offerings with the needs of chemical engineers throughout their careers. Several members of the PE Chemical
exam development committee are participating in this working group, which reports to the society’s CEOC. A
draft of the BOK document was presented to CEOC in November 2014 and is currently under review, with the
goal of publishing to a broader audience in early 2015.
AIChE created the Licensing and Professional Development Committee (LPDC) under CEOC. One major focus is
to find effective ways to inform college seniors about licensure and encourage them to take the FE exam. This is
part of a larger effort to expand services for its member P.E.s. Currently, AIChE offers annual programming on
the FE exam at the AIChE annual student meeting, which is attended by about 1,500 undergraduate chemical
engineering students. LPDC also includes a new programming group charged with developing regular
2
programming of interest to chemical engineering P.E.s. The programming group reports to both LPDC and to
the management division of AIChE.
AIChE is actively continuing to implement projects designed to serve the interests of its more than 30,000
professional and 49,000 total members worldwide. As an integral part of that effort, AIChE began to offer
sessions of specific interest to chemical engineering P.E.s at its spring 2013 meeting and also plans to continue
to publish articles of special interest to P.E.s or prospective P.E.s in its membership journal, Chemical
Engineering Progress.
In 2014, the AIChE board of directors approved a revised policy statement supporting continuation of the
industrial exemption. ASME endorsed the policy, and other societies are also considering endorsement.
AIChE is also vigorously expanding the number of specialty conferences and virtual offerings (webinars, online
proceedings, online blogs, etc.) that it offers both alone and in partnership with other professional societies and
government entities such as AAPS, SPE, A&WMA, DECHEMA, FDA, and AES. It is also increasingly reaching
out to the international chemical engineering community and continues to expand the global reach of AIChE by
extending offerings throughout the world. The creation of new international local sections and significant
increases in the number of international student chapters are part of continuing global growth. With members
now in over 105 countries, AIChE anticipates that international outreach will continue to accelerate in the
future.
American Nuclear Society (ANS)
As chair of the Professional Engineering Examinations Committee of ANS, Rebecca Steinman, Ph.D., P.E., has
led the committee as well as the society to be effective advocates for licensure. It identified the following goals
for the next two years:
§ Continue to fulfill a commitment to NCEES to produce a unique PE Nuclear exam annually.
§ Expand the size of the item bank to facilitate transition to CBT.
§ Create a single reference/handbook for the PE Nuclear exam.
§ Increase participation in the PE Nuclear exam.
§ Continue to provide a review course to prepare candidates for the exam.
§ Maintain and update the PE Nuclear exam study guide, as needed.
§ Recruit new members to the Professional Engineering Examinations Committee.
With respect to the last of these—recruiting new committee members—it is to be noted that several members of
the society have joined the committee in the last three years and are contributing effectively to its work.
ANS is grateful for the essential support that NCEES provides in the form of guidance for item-writing activities.
ANS looks forward to continued cooperation in the coming year.
American Society for Engineering Education (ASEE)
With growing awareness of the importance of quality engineering education at all levels, more entities are
seeking a relationship with ASEE. In the past year, ASEE engaged with the National Science Foundation (NSF),
the Sloan Foundation, the Department of Energy, FIRST Robotics, the USA Science and Engineering Festival,
the League for Innovation in the Community College, the American Association of Community Colleges, and
others.
ASEE is managing two important efforts for the National Science Foundation: I-Corps for Learning (ICL) and
the Virtual Communities of Practice (VCP) projects. ICL aims to develop an entrepreneurial mindset within the
education community and to have an impact on the way innovations are designed and implemented. The VCP
project engages a group of educators online and builds on existing face-to-face faculty development models,
engaging community of practice models, and rapidly developing web-based social networking and content
management tools. Each of these programs successfully involved an initial cohort in in the past several months,
with more planned in 2015.
ASEE’s Transforming Undergraduate Education in Engineering (TUEE) project seeks to shape future students
to meet market demand. An initial two-day workshop assembled representatives from industry and academia to
explore the knowledge, skills, and abilities needed by today’s graduates. A report of the first TUEE workshop,
Phase I: Synthesizing and Integrating Industry Perspectives, is available on the ASEE website at
3
http://www.asee.org/TUEE_PhaseI_WorkshopReport.pdf. Future meetings, each with a different stakeholder
focus, are planned and under way.
The society’s project on Transitioning Veterans into Engineering-Related Careers released a second report
recently, the summary of the second workshop ASEE hosted. The report, found here
(http://www.asee.org/Transitioning_Veterans_to_Engineering_Related_Careers_Workshop_Report_May_20
14.pdf), offers recommendations for creating a successful pathway for vets.
ASEE has been deeply involved with the emergence of K-12 engineering education standards, asking, “How will
we adequately prepare and support the educators who will teach engineering in K-12 classrooms, many of whom
have no experience in engineering?” In 2012, motivated by a belief that the professional preparation and
development of these teachers should be guided by well-reasoned and research-based standards, ASEE
members Cheryl Farmer and Louis Nadelson launched what would become a national effort to define Standards
for Professional Development for K-12 Teachers of Engineering. In late 2014, ASEE published a comprehensive
description of the professional preparation and development required to fully prepare teachers of engineering
and a matrix for evaluating a given program for teacher preparation or professional development. It can be
found at http://www.asee.org/conferences-and-events/outreach/egfi-program/k12-teacher-professionaldevelopment.
As part of ASEE’s Retention Project, ASEE produced in 2014 a video compendium to its report “Going the
Distance.” The video, funded by Intel and located here (https://www.youtube.com/watch?v=bM8pBIhObjU)
shows best retention practices at six different colleges of engineering, particularly with emphasis on retaining
women and minorities.
American Society of Agricultural and Biological Engineers (ASABE)
ASABE continues to offer PE/FE exam resources, including a mentor program, monetary incentives for firsttime takers and repeat takers, webinar series, PE and FE exam review materials, and articles in society
publications that highlight and encourage licensure.
Members of the ASABE ED-414 committee, which oversees the agricultural engineering exam, continue to
provide new items, review items, assemble examinations, review examinations, and respond to issues raised in
exam administration. The exam-writing session in Clemson was held February 3–4, 2015.
To assist individuals in their goal of becoming licensed, ASABE hosted a free webinar series designed to aid in
preparation for the PE Agricultural exam in the United States. Online sessions were presented by instructors
from across the country. Each two-hour segment focused on one topic, collectively providing basic refreshers on
the range of topics addressed by the PE Agricultural exam.
In preparation for a move to CBT, an electronic reference resource is being assembled. A first draft of seven
sections was posted at http://www.asabe.org/membership/career-resourcespe-licensure/pei.aspx in December
2014. Examinees have been invited to use this while preparing for the 2015 exam and are invited to provide
feedback to the development committee. In February 2015, the exam development committee reviewed
questions in the item bank to further identify possible resources to include in the electronic reference. Staff at
ASABE headquarters have assisted with document preparation and obtaining publishing permissions as needed.
ASABE requested a change in the name of its PE exam to the PE Agricultural and Biological Engineering.
With the support of NCEES, ASABE conducted the required PAKS study and set new exam specifications.
NCEES agreed to change the date of the examination from an October administration to an April
administration, with the first exam set for April 2015. The October 2013 PE Agricultural exam was the last one
under that name. The new exam has been assembled.
In support of the transition to the new exam, a sample exam was developed including solutions and cited
references. This was made available in October 2015 and is available at
http://www.asabe.org/membership/career-resourcespe-licensure/pei.aspx
ASABE is making $100,000 available to its members in 2015 for special initiatives to grow the society and
increase its visibility in the world. Proposals are due by February 15, 2015.
4
ASABE is pleased to be serving in the role as co-chair of DiscoverE National Engineers Week 2015 with Shell as
the corporate sponsor. Watch the webcast launch here: http://www.discovere.org/our-programs/engineersweek.
A student video competition was established in 2013 and is being repeated this year. Students are asked to
develop a 3-minute video that illustrates the varied and compelling experiences of agricultural and biological
engineers. These are to focus on one of the messages developed from the National Academy of Engineers report
“Changing the Conversation.” Last year’s winner can be see online at http://www.asabe.org/news-publicaffairs/about-this-profession.aspx.
The Ag and Bio Ethics Essay Competition will be offered again this year to undergraduate and graduate
students. It invites participants to write on an ethics topic of their choice that impacts the professional activities
related to engineering and technology for agriculture, food, and biological systems.
The 2015 ASABE annual meeting is scheduled for July 26–29 in New Orleans.
American Society of Civil Engineers (ASCE)
Promoting P.E. Licensure
Since 2010, ASCE has broadcast an annual webinar to educate students and engineers early in their careers on
the importance of licensure and the steps to achieve licensure. This year, NCEES’ Tim Miller and West Virginia’s
State Board of Registration for Professional Engineers’ Executive Director Lesley Rosier-Tabor, P.E.,
collaborated to present “Your Path to Professional Licensure” during EWeek. In addition to receiving valuable
information on the licensure process, webinar participants were able to receive answers to their questions
during the webinar and via personal communications afterwards. ASCE members are able to access the webinar
on-demand throughout the year after the broadcast.
ASCE has published many policy statements addressing various aspects of licensure that help it promote
licensure. All of ASCE’s policy statements can be viewed at http://www.asce.org/public_policy_statements/.
ASCE’s Committee on Licensure promotes the licensure of civil engineers; collaborates with others involved in
professional licensure; and monitors, supports, and encourages licensure activities.
Raising the Bar for the Engineering Profession
Vision for Civil Engineering in 2025
In June 2006, a diverse group of civil engineering and other leaders, including international participants,
gathered to articulate an aspirational global vision for the future of civil engineering. It developed an
aspirational global vision that sees future civil engineers as being entrusted by society to create a sustainable
world and to enhance the global quality of life.
The full vision report was published in early 2007 and can be found at http://www.asce.org/vision2025/. It is
intended that this report will guide policies, plans, processes, and progress within the civil engineering
community and beyond, including around the globe. ASCE formed a task committee to explore how it will move
forward in implementing this bold vision and link the vision to the ongoing strategic planning processes. The
task committee’s report Achieving the Vision for Civil Engineering in 2025—A Roadmap for the Profession was
published in August 2009 and is also available at the same link. One critical action is reform in the education
and prelicensure experience of civil engineers through implementing ASCE Policy 465, better known as the
Raise the Bar initiative.
ASCE Policy Related to Additional Education
Every three years since 1998, the ASCE board of direction has reviewed, refined, and reapproved ASCE’s Policy
Statement 465 (“Academic Prerequisites for Licensure and Professional Practice”). Policy 465, as most recently
approved by the board of direction on October 5, 2014, states in part that
The American Society of Civil Engineers (ASCE) supports the attainment of an engineering body of
knowledge for entry into the practice of engineering at the professional level, i.e., practice as a licensed
professional engineer, through appropriate engineering education and experience, and validation by passing
the licensure examinations. To that end, ASCE supports an increase in the amount of engineering education,
such that the requirements for licensure would comprise a combination of:
5
Fulfillment of this body of knowledge will typically include a combination of:
§ A baccalaureate degree in engineering;
§ A master’s degree in engineering, or no less than 30 graduate or upper level undergraduate technical
and/or professional practice credits or the equivalent agency/organization/professional society courses
which have been reviewed and approved as providing equal academic quality and rigor with at least 50
percent being engineering in nature; and
§ Appropriate experience based upon broad technical and professional practice guidelines which provide
sufficient flexibility for a wide range of roles in engineering practice.
The full statement of Policy 465 is posted at http://www.asce.org/issues-and-advocacy/public-policy/policystatement-465---academic-prerequisites-for-licensure-and-professional-practice/.
Master Plan for Implementing ASCE Policy 465—Overview
ASCE’s master plan for implementing ASCE Policy 465 is based on ASCE’s Vision for Civil Engineering in 2025
and the Civil Engineering Body of Knowledge for the 21st Century (BOK). The vision describes a future desired
state for the profession. The BOK implies the need for changes to the educational and licensure processes of the
civil engineering profession including the (1) accreditation criteria of engineering programs, (2) university
curricula, (3) on-the-job education and training of engineer interns, (4) NCEES Model Law/Rules, and,
ultimately, (5) state laws and regulations governing the licensure of practicing professional engineers.
The work products associated with this master plan are briefly explained below. For a more detailed explanation,
go to www.asce.org/raisethebar.
Body of Knowledge
ASCE published its first Civil Engineering Body of Knowledge for the 21st Century (BOK1) in February 2004.
Based upon substantial input from its practitioner and faculty members, the 2nd edition of the Body of
Knowledge (BOK2) was completed, published, and formally released during a ceremony at the National
Academy of Engineers (NAE) in February 2008. A free electronic copy of this BOK2 (and other information
about ASCE’s Vision 2025 and Raise the Bar initiative) is available at www.asce.org/CE-Body-of-Knowledge/.
The BOK2 has been discussed at many of the major gatherings of ASCE members since its publication and has
served as a useful reference to others developing their own bodies of knowledge, such as NSPE.
It is very important to note that, from ASCE’s perspective, the BOK represents a strategic direction for the
profession. Some of the elements of the BOK have not yet been translated into accreditation criteria and
licensing requirements. However, the BOK describes what individuals will increasingly be expected to know and
be able to do to practice civil engineering in an increasingly complex environment. Since input into the
accreditation and licensing processes comes from a considerable number of stakeholders beyond just ASCE, it is
unlikely that these processes will reflect all aspects of ASCE’s BOK. ASCE is optimistic that the accreditation and
licensing processes could change over time to more closely align their requirements with standards described in
the BOK. As this occurs, a greater proportion of the BOK could be reflected explicitly in accreditation and
licensure requirements.
Accreditation Criteria
In April 2013, ASCE formed the Civil Engineering Program Criteria Task Committee to draft proposed changes
to the Civil Engineering Program Criteria. This new civil engineering program criteria has passed first reading by
the ABET board and is currently out for public comment. If passed on the second reading, these are potentially
effective for the 2016–17 accreditation cycle.
Curricula
The Civil Engineering Body of Knowledge for the 21st Century motivated civil engineering faculty to reexamine
and analyze the formal academic programs at their universities. In the last decade, over 100 scholarly papers
have been authored by civil engineering faculty related to the body of knowledge and its influence on curricula.
Many of these papers are available at http://www.asee.org/search/proceedings or by contacting Mark Killgore,
P.E., of ASCE staff at mkillgore@asce.org. Additionally, several key papers have been compiled into a published
single compendium entitled Raise the Bar: Strengthening the Civil Engineering Profession. More information
can be found at http://www.asce.org/Product.aspx?ID=2147487569&ProductID=194396158.
6
Experience Guidelines
ASCE has also drafted prelicensure experience guidelines that are supportive of the expectations of BOK2 and
that could evolve into regulatory mechanisms in engineering licensure. This work includes a standalone set of
guidelines to be followed by a civil engineer intern during his or her prelicensure career. These draft guidelines
also include provisions for reporting, mentorship, self-assessment, and self-validation of the experience
elements.
The draft experiential guidelines complement and supplement the outcomes fulfilled through the formal
educational process through “B + M/30” (baccalaureate plus a master’s or the equivalent of 30 credits of
graduate or upper level undergraduate engineering credits). The draft guidelines are available at
http://www.asce.org/Content.aspx?id=2147485736. Draft guidelines are currently under review and the
Committee on Licensure is working to clarify ASCE’s policy on engineering experience and to formulate
simplified experience guidelines for civil engineering.
Moving Ahead in 2015—Communications and State Legislative Activities
The Raise the Bar Committee was formed to implement the society’s Raise the Bar initiative. The focus of the
committee’s activities includes
§ Developing messages, tools, and strategies to influence ASCE members, major employers of civil engineers,
lead client groups, leaders of engineering organizations, and other key stakeholders to understand and
commit to the changes necessary to implement the Raise the Bar initiative.
§ Supporting individuals and state organizations that are working to pass changes to the licensing laws in the
states to reflect the NCEES Model Law and raise the bar for the licensure of engineers.
ASCE continues to collaborate with the NSPE in advancing the educational requirements for engineering
licensure. In support of this partnership (and other future coalition partners) materials have been developed to
inform individuals about the Raise the Bar initiative—and promote its implementation. These materials have
been developed for the overall professional community—not just civil engineers. These new resources can be
accessed at www.RaiseTheBarforEngineering.org. Highlights of this website include 8-minute and 3-minute
videos that feature key national engineering leaders promoting the Raise the Bar initiative.
Although NCEES recently modified its Model Law and Model Rules that referenced the master’s degree or
equivalent to avoid confusion in the minds of young engineers over the 2020 implementation date, ASCE is
encouraged by the recent article by NCEES President David Widmer, P.L.S., in the February issue of Licensure
Exchange (http://ncees.org/about-ncees/licensure-exchange/licensure-exchange-february-2015/) reaffirming
NCEES support for master’s degree or equivalent and stating “Let’s stop the rumors that the education issue is
dead and continue to work on the solutions to the problem to meet the needs of tomorrow’s engineers.”
Summary of Raise the Bar Initiative
ASCE is actively engaged on many fronts as the implementation plan for Policy Statement 465 moves forward.
As part of this effort, ASCE wants to engage the stakeholders in the engineering community to fully understand
the issues and ramifications of this important advancement in the preparation of future engineers.
With the vision and BOK, ASCE is looking into the future of civil engineering in a proactive manner. ASCE is
defining the knowledge, skills, and attitudes for the successful professional practice of civil engineering. It
believes that the reformation of civil engineering education will prepare civil engineers for leadership positions
in the technological world of the future and better protect the health, safety, and welfare of the public.
Specialty Certification for Civil Engineers
Civil Engineering Certification Inc. (CEC), a separately incorporated and wholly owned subsidiary of ASCE, was
established in August 2004 to support professional certification academies for civil engineering specialties. The
American Academy of Water Resources Engineers (AAWRE), the Academy of Geo-Professionals (AGP), and the
Academy of Coastal, Ocean, Ports, and Navigation Engineers (ACOPNE) were created and are led by CEC.
Diplomate, Water Resources Engineer (D.WRE)
The D.WRE certification was the first ASCE-sponsored, voluntary, post-licensure, specialty certification for civil
engineers. The ASCE board of direction approved the creation of AAWRE in October 2004, and AAWRE’s
development was led by practicing water resources members of ASCE’s Environmental and Water Resources
Institute (EWRI). AAWRE was started primarily to offer the voluntary, post-licensure D.WRE credential that
7
provides professional engineers an opportunity to gain further recognition in the broad field of water resources
engineering. Visit www.aawre.org for more information.
The D.WRE credential is awarded to water resources engineers who demonstrate fulfillment of the water
resources engineering body of knowledge (WRE BOK). This specialized WRE BOK is based on the work done by
the ASCE Committee on the Academic Prerequisites for Professional Practice (CAP3), and the WRE BOK
extends the desired outcomes to reflect higher, post-licensure levels of competency.
The D.WRE credential requires licensure as a professional engineer, a bachelor’s degree + master’s/doctorate/
30 credits, 10+ years of professional water resources engineering work experience (of which 6 years must be
accumulated after first achieving P.E. licensure or foreign equivalent), and a commitment to professional
development and ethics. Thirty professional development hours (PDHs) are required for recertification on an
annual basis, after the initial year of certification. Post-undergraduate degree requirement may be waived if an
engineer has more than 25 years of water resources engineering experience.
The D.WRE program’s goal is to elevate the level of standards in water resources engineering. Its objective is to
improve the practice, elevate standards, and advance the profession of water resources engineering by certifying
engineers with specialized knowledge in water resources, recognizing the ethical practice of water resources
engineering at the expert level, encouraging continued professional development for engineers, and supporting
positions on water resources issues important to the public health. Its mission is to provide excellence in
leadership by elevating the professional practice of water resources engineering through advanced certification,
continuing education, and ethical practice.
Since the start of the D.WRE program, nearly 700 individuals have qualified for this certification. AAWRE
anticipates having a total of approximately 775 Diplomates certified by September 2015.
Diplomate, Geotechnical Engineering (D.GE)
ASCE’s Geo-Institute (G-I) board of governors approved the creation and implementation of AGP in November
2007. The objectives of AGP are to improve the practice, elevate the standards, and advance the Geo-Profession
by
§ Identifying and certifying individuals with specialized knowledge in the Geo-Profession for the benefit of the
public;
§ Recognizing the ethical practice of the Geo-Profession;
§ Enhancing the technical practice of the Geo-Profession;
§ Supporting and promoting positions on Geo-Professional issues important to the public health, safety, and
welfare; and
§ Encouraging lifelong learning and continued professional development.
CEC has worked with AGP, the G-I, and designated ASCE personnel to develop, market, and administer the
program.
The AGP certification program is very similar to the AAWRE certification program in that a candidate, having
met the designated program requirements, undergoes a formal credentials review by designated AGP
professionals to become a D.GE. Every two years, as part of the biennial certification renewal process, each
Diplomate is required to earn a minimum of 40 professional development hours (PDHs) in geo-professional
engineering, including 4 PDHs in ethics and 2 hours in sustainability. As of February 1, 2015, AGP had certified
310 professional engineers. The AGP website can be found at www.geoprofessionals.org.
Diplomate Certifications under Academy of Coastal Ocean Port and Navigation Engineers (ACOPNE)
§ Diplomate, Coastal Engineering (D.CE)
§ Diplomate, Ocean Engineering (D.OE)
§ Diplomate, Port Engineering (D.PE)
§ Diplomate, Navigation Engineering (D.NE)
ACOPNE was created to complement ASCE’s Coasts, Oceans, Ports, and Rivers Institute (COPRI) and provides
recognition to individuals who have excelled in one or more of the subdisciplines embraced by COPRI. ACOPNE
8
has defined subspecialty fields of expertise consistent with the subdisciplines contained in COPRI: coastal
engineering, ocean engineering, port engineering, and navigation engineering.
ACOPNE started operations in October 2009 and is the third specialty certification program created under the
guidance of CEC. ACOPNE has granted 235 certifications as of February 1, 2015. Diplomate subdiscipline
certifications under ACOPNE include Diplomate, Coastal Engineering (D.CE), Diplomate, Ocean Engineering
(D.OE), Diplomate, Port Engineering (D.PE), and Diplomate, Navigation Engineering (D.NE).
Diplomates in ACOPNE are required to be licensed as a professional engineer, possess a bachelor’s degree and a
master’s degree or equivalent 30 hours post-graduate coursework, have 12 years of experience after receipt of
first engineering degree, and commit to professional development and ethics. Twenty PDHs are required for
recertification on an annual basis, after the initial year of certification.
Visit ACOPNE’s website, www.acopne.org, for more information.
Building Security Certified Professional (BSCP)
In addition to these specialty certification academies, CEC is now responsible for the BSCP certification
program. BSCP was established by ASCE members in the building security arena with the help of ASCE in
November 2005, to address building security issues and to enhance public safety by promoting building security.
ASCE created the BSCP certification to allow building security professionals a way to gain further recognition in
the field. The BSCP certification has a comprehensive, multidisciplinary focus on building security that makes it
unique in the field.
A BSCP is an individual who is licensed to practice engineering, architecture, or landscape architecture in a
United States jurisdiction, or who is certified by ASIS International as a Certified Protection Professional (CPP)
or Physical Security Professional (PSP). A BSCP, thus, has demonstrated minimum competence in a specific
discipline. A BSCP also has broad knowledge and understanding of security considerations and can address
them effectively in the integrated planning, design, construction, operation, and risk assessment of buildings. In
particular, the BSCP is familiar with the building classification and field evaluation procedures described in the
BSC Building Security Rating System, and has the expertise to apply them within the context of a
multidisciplinary team. Upon earning a BSCP, individuals are required to earn 12 PDHs over a two-year period
in order to maintain their certification. See more at http://bscp.asce.org/.
A total of 65 individuals have been certified as a BSCP to date.
ASCE Participation with NCEES
ASCE maintains formal relationships with NCEES through several ASCE member liaisons and ASCE staff
contacts.
ASCE Annual Conference and Exposition
ASCE’s 2015 convention will be held in New York City on October 11–14, 2015.
American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE)
President’s Report—William Bahnfleth, Ph.D., P.E.
In my 2013–14 presidential theme, I challenged ASHRAE to “Shape the Next”—to begin doing today the things
that will lead to greater success and effectiveness for our organization in the future as we strive to serve
humanity and promote a sustainable world. Looking back on the past 12 months, it is clear that we have done
that, and the result has been a remarkably productive year for our society.
The 2013–14 presidential theme established goals with respect to our world, ourselves, and work that we could
start to tackle now, and that also provided input to the new strategic plan. My three primary goals as president
this year were
§ To operate in as transparent a way as possible and to interact as much and as directly as possible with
members and partner organizations
§ Through the presidential theme, to put ASHRAE to work on tasks today that will transform our society, the
industry, and the world in the future
§ To emerge from this year with a strong new strategic plan to guide the organization over the next five years
and a strong commitment to following it
9
I believe that all three were achieved. As I review my year as president, I am reminded of my days as an athlete—
a competitive distance runner from junior high school through middle age. To the president, who is given a oneyear term in which to make a difference, it is easy to think of ASHRAE’s operations as a series of personal
marathons. As one president hits the finish line, having done whatever he or she could do, the starting gun
sounds for the next. Perhaps but a better analogy is a relay race in which a baton is passed from runner to runner
and winning means carrying that “stick” across the finish line first.
Anyone who has run relays knows that the pass, the handoff from one runner to the next, is critical. Make a
smooth pass without losing momentum, and you might win. Drop the stick, and you are out of the race. For
ASHRAE, the baton represents our goals as an organization, the path on which we run is our strategic plan.
Winning means continuing to serve the public and thriving in changing conditions. There is no finish line. If we
run hard, if we make good handoffs, then we will succeed. Let that be our commitment as we move toward the
future. I am confident we will build on the work of our predecessors and carry us forward to greater successes in
the future.
Secretary’s Report—Jeff Littleton
This year, ASHRAE focused on shaping its future. The society year began on a high note. AIA’s Architecture
Billings Index, ABC’s construction backlog indicator index, and the Dodge Momentum Index all suggested
growth in commercial construction activity and continued recovery from the economic recession that cut so
deeply into our industry. ASHRAE also ended on a high note with adoption of a new strategic plan containing
long-term goals and initiatives that may well be among the most aggressive in the society’s history.
ASHRAE was well positioned to seize upon both of those circumstances. Operational and reserve fund financial
performance continued to be strong, giving volunteer leaders the needed resources to serve members in new and
exciting ways. The global ASHRAE community is 54,000 members strong. The society boasts a remarkable
member retention rate of 90 percent—that’s among the highest member retention rates for technical societies
like ASHRAE.
One reason for that high retention rate is that ASHRAE consistently delivers the world’s most innovative,
carefully considered, and balanced building technical guidance. Some examples: ASHRAE published updated
editions of commercial IAQ standard 62.1, energy standard 90.1, thermal comfort standard 55, refrigerant
standards 15 and 34, climate data standard 169, and health care ventilation standard 170.
Driving innovation is core to ASHRAE’s mission, and ASHRAE’s commitment to research remains steadfast.
This society year, ASHRAE invested more than $4 million in building-related research around the world. As part
of the new Innovative Research Program, grants were recently awarded for the first time. The program provides
seed money for out-of-the-box research that might not get funding through more traditional means.
Through standards, publications, conferences, expositions, research, partnering and networking, ASHRAE’s
pledge to advance the arts and sciences of HVAC&R is ironclad. The mission is fueled by passionate volunteers
and a dedicated staff, and is supported by government, organizational, and corporate partners around the world.
So as ASHRAE moves into shaping its future, the society should consider the incredible impact it has had on that
environment and renew its commitment to make those buildings as healthy and efficient as possible. There is
much to do, and the stakes are very high, indeed.
Treasurer’s Report: Continuing Success—David Underwood
Being in the third year of our expected business cycle and with the winter and annual conferences taking place in
New York and Seattle (both expensive cities), ASHRAE began the year with a projected general fund deficit.
General fund revenues were budgeted at $21,905,000 and expenses at $22,240,000, giving a projected deficit of
$335,000. As the financial report shows, we worked diligently to overcome that projected loss. We achieved that
goal with our year-end statements showing revenues of $21,710,200 and expenses of 21,654,800, leaving a
surplus of $55,400.
This increase in operating results may be attributed to a number of positive and negative factors. With the
exception of meetings and education, revenues were lower than anticipated. However, due to lower
requirements for serving these reduced needs, items such as publishing and promotion, special projects, and
outside services were significantly reduced.
10
ASHRAE’s overall fiscal position remains strong. Excellent investment results of our reserve funds occurred
again due to solid management by our fund managers.
The society’s Finance Committee spent a good deal of time and effort during 2013–14 working with the Planning
Committee in developing a business plan to allow budget allocation for implementation of the strategic plan.
These funds are reflected in the budget for next year and beyond.
Looking ahead, the board of directors has passed a budget for 2014–15 with a projected surplus of $673,600.
This is the beginning of our next three-year budgetary cycle, and ASHRAE anticipates being able to not only
maintain but to expand products and services for members thanks to a healthy financial position. The
implementation of our new strategic plan will add to revenues as it proceeds.
ASHRAE Achievements
Strategic Planning
Perhaps the most important achievement of ASHRAE’s year was adoption of a new strategic plan. It is the fruit
of nearly 18 months of effort by the Planning Committee, the board of directors, a planning advisor, and many
members of the ASHRAE staff.
The plan, which is intended to have a life of up to five years, is tied to ASHRAE’s vision, mission statements, and
core values. The plan is directed at achieving outcomes for defined metrics and is stated in terms of simple goals
with associated objectives. In addition, it contains both a business plan and an implementation plan, which will
be reviewed and revised as deemed necessary by the board of directors.
The list of outcomes includes improved building performance; higher levels of member engagement, satisfaction
and loyalty; increased membership; increased breadth of ASHRAE products; and increased awareness of
ASHRAE and utilization of ASHRAE technology—all of which belong at the top of any list of what ASHRAE
seeks to achieve in the future.
The goals address many of the issues with which ASHRAE was concerned this fiscal year and provide the
roadmap to address them. They are
§ Connect—Foster vibrant, informed, and engaged ASHRAE and industry communities.
§ Educate—Create learning experiences that enhance the knowledge and effectiveness of individuals who
apply building sciences.
§ Extend—Develop, refine, and optimize methods to increase awareness, adoption, and application of
ASHRAE’s offerings.
§ Adapt—Work collaboratively within the global community to increase the value, usefulness, and accessibility
of building sciences and technology.
The plan generates crosscutting strategic initiatives—what ASHRAE is actually going to do in response to the
plan. The first five initiatives approved by the board are as follows:
§ Market Prioritization—Volunteerism, key constituencies, students, young engineers
§ ASHRAE Efficiency—Product and service delivery, technical committee efficiency, alignment
§ Applied Product Development—Tools, building performance, standards, professional development
§ Global Community—Needs of global members, collaboration opportunities
§ Residential Sector—Partnerships, technology development, outreach
The strategic plan is available at www.ashrae.org/strategicplan.
Indoor Air Quality Association (IAQA)
Restoring ASHRAE’s leadership in indoor environmental quality was a top priority this year. In this regard,
ASHRAE can point to many significant accomplishments. ASHRAE and IAQA agreed in principle to join forces,
combining resources to improve indoor air quality in the built environment. IAQA will become a part of the
ASHRAE organization while maintaining its own brand and board of directors. IAQA operates independently
within ASHRAE’s organizational structure. IAQA headquarters were relocated from Rockville, Maryland, to
Atlanta, home of ASHRAE’s international headquarters.
11
This consolidation is beneficial to both ASHRAE and IAQA in that it strengthens the programs and services of
both organizations. The work of IAQA complements the work of ASHRAE in its standards, research,
publications, and educational offerings. We are combining our resources to ensure the industry receives the best
indoor air quality technical guidance and educational programs possible, which means improved indoor air
quality for the world around us.
More information on IAQA can be found at www.iaqa.org.
Indoor Environmental Quality (IEQ)
ASHRAE led the formation of an Indoor Environmental Quality Global Alliance that will unite key IEQ-focused
organizations to support the development of better standards and practices for IAQ worldwide. The mission of
the alliance IEQ-GA is to provide an acceptable indoor environmental quality (thermal environment-indoor air
quality-lighting-acoustic) to occupants in buildings and places of work around the world and to make sure the
knowledge from research on IEQ gets implemented in practice. Member groups include ASHRAE, the American
Industrial Hygiene Association (AIHA), Air Infiltration and Ventilation Centre (AIVC), the Air & Waste
Management Association (A&WMA), the Indoor Air Quality Association (IAQA) and the Federation of European
Heating and Air-Conditioning Associations (REHVA). More information can be found at http://ieq-ga.net/.
In 12 months, 18,000 free copies of the ASHRAE Indoor Air Quality Guide: Best Practices for Design,
Construction and Commissioning were distributed via www.ashrae.org/FreeIAQGuidance. The fourth edition of
the ASHRAE Green Guide was published with a completely revised chapter on IEQ that references the IAQ
guide.
Residential Market
A presidential ad hoc committee was appointed to address ASHRAE’s effectiveness in the residential market.
The committee organized a highly successful meeting of stakeholders and produced a report; its
recommendations will begin to be implemented during the coming year. The report contains several
recommendations to the ASHRAE board of directors, several of which have already been completed. These
include
§ Raising the priority of residential issues for the Advocacy Committee
§ Creating a residential strategic plan
§ Extending the ad hoc committee for one year
The recommendations are designed to raise the priority of residential activity within the society by increasing
visibility of existing work in that area and by providing additional society resources for future work. ASHRAE
plans to involve more residential stakeholders and include more residential content in its research, programs,
standards and publications. The report and additional information can be found at www.ashrae.org/residential.
During the past year, ASHRAE was also invited to partner with the National Association of Homebuilders in the
development of the content for the next edition of the International Code Council ICC-700 National Green
Building Standard for residential buildings, similar to ASHRAE Standard 189.1, Standard for the Design of
High-Performance, Green Buildings Except Low-Rise Residential Buildings, for commercial buildings.
ASHRAE’s involvement is seen as cementing the position of the National Green Building Standard as the
preeminent green standard for residential construction.
Developing Economies
Another presidential ad hoc committee focused on how ASHRAE can address the needs of developing
economies, where explosive growth in energy use and pollution due to fossil fuel combustion are having global
impacts and where many millions suffer from inadequate built environment. The committee conducted a
comprehensive review of the needs of that market and ASHRAE’s readiness to serve it. In the coming year, the
findings of the committee will be refined further, and proposals on future directions are expected.
Member Benefits
Benefits available to members increased significantly this year. Highlights include the addition of the electronic
version of the ASHRAE Handbook as a member benefit and the creation of 17 new ASHRAE Learning Institute
courses. The benefit of participation is also being expanded through an ongoing pilot program for remote access
to technical and standard project committee meetings. When fully implemented, this program will allow
interested parties to contribute to ASHRAE’s work regardless of their ability to travel to society conferences.
12
Expanding new talent within ASHRAE is the Leadership Development through Regional Support program
initiated this year. At the discretion of ASHRAE regions, travel is supported for emerging leaders whom have
been selected for mentoring by the director and regional chair at a society winter or annual conference. This
year, 10 of 14 regions participated in the program, supporting 13 individuals. This more than doubles the impact
of the Leadership U program that assigns society-selected young leaders to shadow vice presidents at the winter
and annual conferences.
Green Building
ASHRAE, the International Code Council, the American Institute of Architects, the Illuminating Engineering
Society, and the U.S. Green Building Council announced the signing of a memorandum of understanding to
collaborate on the development of Standard 189.1, the International Green Construction Code, and the LEED
green building program. The unprecedented cooperation aims to create a comprehensive framework for
jurisdictions looking to implement and adopt green building regulations and codes and/or provide incentives for
voluntary leadership programs such as LEED. The move will coordinate Standard 189.1, the International Green
Construction Code, and LEED to offer a comprehensive system of regulatory and voluntary leadership tools for
jurisdictions
Professional Development
Training and education programs are growing faster than perhaps any other activity at ASHRAE. This past
society year, ASHRAE expanded its HVAC Design Training beyond Atlanta so that it is now offered in New York,
Dubai, Hong Kong, Toronto, and Malaysia. The HVAC Design Training has been running for only two years, and
already more than 1,100 individuals have participated. Dates and locations for future trainings can be found at
www.ashrae.org/hvacdesign.
Conferences
In addition to training programs, ASHRAE topical conferences continue to attract audiences around the globe.
ASHRAE hosted the following:
§ First international conference on Energy and Indoor Environment for Hot Climates in Doha, Qatar
§ IAQ 2013 in Vancouver
§ High-Performance Buildings conference in San Francisco
§ Efficient, High-Performance Buildings for Developing Economies conference in Manila
The society also partnered with the International Building Performance Simulation Association (IBPSA)–USA to
run the ASHRAE/IBPSA–USA Building Simulation Conference, which merged the IBPSA-USA SimBuild and
ASHRAE Energy Modeling conferences.
Conference information can be found at www.ashrae.org/conferences.
Standard 90.1
ASHRAE’s consensus standards process was vindicated through a rigorous and lengthy inspection and review of
processes. In 2007, a company that manufactures insulation systems for metal buildings sued ASHRAE over the
content of commercial building energy conservation Standard 90.1. That complaint was twice modified and
included a series of allegations, including a claim that members of the 90.1 committee conspired to manipulate
the content of the standard specifically to put the company’s products at a competitive disadvantage. It was an
antitrust claim where damages are automatically doubled or tripled.
Last summer, after six years of legal discovery, deposition and numerous court motions, including motions as
serious as injunctions to prevent distribution of 90.1, the United States District Court, Eastern District of
Wisconsin dismissed the case with prejudice. It was then immediately appealed to the 7th Circuit Court of
Appeals. In June, the appellate court upheld the lower court’s decision to dismiss the case. After seven years, the
case was dismissed.
ASHRAE Foundation/Research Promotion (RP) Campaign
The 2013–14 RP campaign reached a new milestone and raised more than $2.3 million donated in support of the
various ASHRAE programs, including research, Young Engineers in ASHRAE, and education. In addition, the
ASHRAE Foundation surpassed a significant milestone—with more than $10 million in funds and endowments.
13
More information on ASHRAE’s RP program can be found at www.ashrae.org/RP, while more on the foundation
is available at www.ashrae.org/foundation.
Resilient Buildings
Leaders of America’s design and construction industry—along with building owners and operators—for the first
time agreed to incorporate resilience in planning, building materials selection, design, construction, and
operation techniques to make the nation’s aging infrastructure safer and more secure. Resilience is defined as
the ability to prepare and plan for, absorb, recover from, and more successfully adapt to adverse events. The
leadership of almost two dozen leading design and construction industry associations, including ASHRAE, used
the occasion of “Building Safety Month” to issue a joint statement on resilience. “We recognize that natural and
man-made hazards pose an increasing threat to the safety of the public and the vitality of our nation,” reads the
statement, in part. “We further recognize that contemporary planning, building materials, design, construction,
and operational techniques can make our communities more resilient to these threats.”
American Society of Mechanical Engineers (ASME)
ASME currently has 140,000 members, including student members. Approximately 29 percent of nonstudent
members hold P.E. licensure in one or more states.
Upcoming conferences that are particular venues for licensure discussions are as follows:
§ International Mechanical Engineering Education leadership summit, March 12–14, 2015, Newport Beach,
California
§ ASME annual meeting, June 6–10, 2015, Jacksonville, Florida
§ International Mechanical Engineering congress and exposition, November 14–19, 2015, Houston, Texas
From the ASME Vision 2030 project survey involving over 1,000 experienced mechanical engineers and
engineering managers in practice in the United States:
§ 51 percent of the respondents were licensed professional engineers.
§ 57 percent did not agree that increasing the educational requirements from a bachelor’s degree to a
master’s-or-equivalent requirement for professional engineer registration was needed. Another 22 percent
were unsure.
§ The study brought out a perception gap when we surveyed industry managers and engineering professors for
Vision 2030. It pointed out the need to meet the needs of industry and the profession as well as career
fulfillment.
The ASME Vision 2030 report has four high-level recommendations:
§ Richer practice-based engineering experience for students
§ Increase student exposure to practicing engineers and their experiences.
§ Increase student design/build project experiences in all four years of their degree program.
§ New balance of faculty research/practice skills within a program
§ Use “Professor of Practice” positions for professors with industry experience in product realization and
management.
§ Increase faculty expertise in professional practice.
§ Greater innovation and creativity
§ Active, discovery-based learning, teaming, open-ended problems and problem formulation
§ Innovation as a fundamental tenet of engineering education
§ Increased curricular flexibility
§ More electives
§ More specialization
Actions during the year to support the ASME Vision 2030 include
§ Improving the quality of undergraduate design/build experience
§ Increasing the number of women and minorities in ME programs. The National Science Foundation
approved a two-year proposal from the Women in Engineering Pro-Active Network, ASME, Purdue
University, and the University of Washington for faculty development workshops and virtual learning
communities that would help create more inclusive (for all students) teaching/mentoring approaches in
mechanical engineering courses and design labs. Work on the project began in November.
14
As reported at POLC meetings annually since 2008, ASME and a number of other professional societies remain
unconvinced that a master’s degree or equivalent as the education requirement for a P.E. license is a remedy to
any current or projected public safety concern or is in the best interests of either the public or the profession.
The ASME board of governors has issued a policy statement that describes the ASME position, and that position
has been formally endorsed by the following organizations:
§
§
§
§
§
§
§
§
§
§
American Institute of Chemical Engineers (AIChE)
American Society of Agricultural and Biological Engineers (ASABE)
American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE)
American Society of Plumbing Engineers (ASPE)
Illuminating Engineering Society (IES)
Institute of Industrial Engineers (IIE)
International Society of Automation (ISA)
Society for Mining, Metallurgy and Exploration Inc. (SME)
Society of Naval Architects and Marine Engineers (SNAME)
The Minerals, Metals and Materials Society (TMS)
In addition to the membership societies listed above, the executive board of the ASEE Engineering Deans
Council has endorsed the position statement. IEEE-USA and the American Council of Engineering Companies
have also taken their own positions against the master’s-or-equivalent requirement.
A coalition of these societies, called Licensing That Works, has been formed to support this position.
The coalition is prepared to address the issue jurisdiction-by-jurisdiction if it comes before individual
legislatures and/or licensing boards, as was done in February 2015 in Vermont and in February 2008 in
Nebraska. Additional information can be found at the Licensing That Works website.
An analysis of the decline in credit hours was posted recently to the site, which shows that that the current
technical content of the bachelor’s degree is equal to or greater than the technical content of the bachelor’s
degree 60 years ago. It also shows that the number of credit hours has leveled off and that the extrapolation of
the decline in credit hours to the year 2025 shown in one organization’s website is incorrect.
ASME Past President Amos Holt, Ph.D., and Managing Director, Governance Dave Soukup, P.E., of the ASME
staff are ASME’s representatives to the AAES Professional Licensure Working Group.
The ASME Standards and Certification Sector recently updated a booklet, Examples of Use of Codes and
Standards for Students in Mechanical Engineering and Other Fields, which provides a background on the role
of standards in everyday life and offers specific examples of their application ranging from plumbing fixtures to
cranes and elevators to nuclear power plant equipment. The booklet was distributed to more than 500
universities. The Standards and Certification Sector also created a web page that contains information geared to
students and early career engineers.
A number of schools are using current ASME standards-related assessment based courses for extra credit or as
part of class assignments.
ASME trained more than 8,000 participants in 2014. ASME training complies with International Association for
Continuing Education and Training (IACET) standards. Through IACET, ASME can offer CEUs that qualify
under ANSI/IACET standards.
The NCEES FE Mechanical exam development committee has consistently prepared exams with high
psychometric measures. FE Mechanical exams had an 80 percent pass rate for first time takers in 2014.
Historically, the FE exam has had pass rates ranging from 77 percent to 85 percent for first-time takers. The
conversion to computer-based testing went smoothly.
ASME endorsed the AIChE policy statement supporting continuation of the industrial exemption.
15
ASME INSPIRE instructional modules are now used in 81 schools across 19 states reaching 2,145 middle and
high school students. The existing Pre-college Community site is being leveraged to promote attributes of the
INSPIRE program, its progress, and dialogues regarding implementation and avenues for volunteer engagement
(a subdomain of go.asme.org/precollege has been established for ease of access).
Council of Engineering and Scientific Specialty Boards (CESB)
CESB Status
CESB membership includes 16 member boards. Some of these boards are expanding the certification programs
they operate to respond to market needs. These boards operate 45 accredited programs. One certification board
has applied for membership, and that application is being processed.
Accreditation Activities
The primary mission of CESB is to accredit certification programs operated by organizations serving the
engineering profession and allied specialties. Accreditation assures the public that certification programs are
administered consistent with recognized credentialing practices. Accreditation of certification programs by
CESB is a separate action from membership and is available only to member boards.
CESB accredits certification programs in four categories: licensed engineers, graduate engineers, scientific
specialties related to engineering, and engineering technicians. Accreditation is granted for periods of two to five
years maximum. The 45 accredited certification programs, according to their categories, consist of the following:
§
§
§
§
Licensed engineers
Graduate engineers
Engineering-related specialties
Engineering technicians
5
1
20
19
CESB remains the only organization offering certification program accreditation specifically tailored to the
unique needs of engineering and engineering-related certification programs. Additionally, its operating
philosophy—include and improve—continues to increase the quality of the certification programs of its member
boards and certification in the profession.
In 2014, the CESB board of directors enacted a new policy requiring more extensive annual reporting on all
accredited programs. This policy took effect at the end of 2014, and accredited certification programs were
required to report on their certification activities noting any changes in operation that relate to CESB
accreditation guidelines. These reports are, in turn, reviewed by the Accreditations Committee to ensure that all
programs remain in compliance with guidelines.
Member Services
Operating certification programs is complicated. Each year, CESB hosts symposiums and workshops to assist
member boards. The next symposium on March 25, 2015, will focus on software for managing certification
operations and on marketing of certification.
In 2013, the CESB Certification Program Administrators Committee, organized in 2013 and modeled on the
NCEES’ Member Board Administrators Committee, has proven to be an effective contributor to improved CESB
policy and procedures.
Future Members
Accreditation is voluntary. Therefore, not every organization is willing to subject its certification activities to
independent evaluation. However, those that do so find that the process improves the quality of their operations.
Once accreditation is achieved, it provides a valuable mark of distinction that separates accredited programs
from their competitors in the marketplace. CESB presents this message to potential member boards on a
continuum.
16
Institute of Electrical and Electronics Engineers–USA (IEEE–USA)
IEEE–USA continued its strong support for NCEES by providing item writers and subject-matter experts for the
FE and PE exam programs and volunteer leaders for related NCEES policy committees in 2014. Key events and
developments of special interest to IEEE’s U.S. members include the following:
NCEES Annual Meeting
IEEE-USA President-Elect Gary Blank, Ph.D., P.E., was unable to attend the 2014 annual meeting.
Participating Organizations Liaison Council
One member of the Licensing and Registration Committee continues to attend the POLC meetings. Aaron
Collins, Ph.D., P.E., will represent IEEE-USA at the March 2015 meeting.
Examinations for Professional Engineers (EPE) Committee
The January 2014 EPE meeting was attended by David Whitman, Ph.D., P.E. (current EPE chair) and Steve
Barrett, Ph.D., P.E. (as new ECE PE exam committee chair).
Electrical and Computer PE Exams
The ECE committee met twice in 2014 to review and update the three PE Electrical and Computer exams:
Computer Engineering, Electrical and Electronics, and Power. The bank of test questions was also updated.
There are currently five completed ECE exams with two ready for administration and three under review. Steve
Barrett, Ph.D., P.E., replaced Mike Behnke, P.E., as ECE exam committee chair as of January 2015.
Combined pass rate for first-time takers of all three PE Electrical and Computer exams in April 2014 was 66
percent. Repeat takers had a pass rate of 32 percent. In October 2014, the first-time pass rate was essentially
unchanged, and the repeat takers had a pass rate of 34 percent.
The PE Electrical and Computer exams exams are working toward migrating to computer-based testing. The FE
committee recommends that PE exam committees not try to finish PAKS and launch CBT simultaneously. Given
that the PE Electrical and Computer exam PAKS is to be performed in 2015 with presentation of the new exam
specification to the EPE Committee for approval in the spring of 2016, there should be an anchor exam
administration in the fall of 2017. These dates are not fully firm, but the committee is getting started with this
schedule in mind. Conversion to computer-based testing should follow as soon as possible after that. Meanwhile,
development of a PE Electrical and Computer supplied-reference manual will begin right away, with the
expectation that the exam committee will be able to use it in draft form while writing new exams during 2015–
18. That way, the exam committee will be able to test-drive the draft reference manual and continuously improve
it over a two- to three-year period. One special meeting is planned in 2015 to create the first draft of the supplied
reference manual. It appears that the PE ECE reference manual will look a lot like the FE reference manual and
that perhaps only the NEC code will be needed as online standards for computer-based testing. There should be
very little descriptive material but mostly equations in the PE Electrical and Computer supplied reference.
Information from other standards can be included in question stems.
Software Engineering Professional Licensure Exam
The exam development committee continues to meet once per year for cut score determination and exam review.
There have now been two exam offerings, with a small increase in the number of examinees in the 2014 exam.
However, numbers remain low. There were 12 takers in 2013, 16 in 2014, and 16 have signed up for spring 2015,
with a couple of months yet to go. A total of 49 study manuals were sold in 2014. The April 2015 exam is
complete, and the April 2016 exam is almost complete with more items left in the bank. More than 40 states are
offering the exam.
Education and Outreach Initiatives
The IEEE–USA Licensing and Registration Committee continues to write and publish articles informing IEEE
members and other interested professional on current issues concerning licensure at a rate of almost one per
month. These articles have appeared in Today’s Engineer but will now migrate to a new online publication
entitled IEEE-USA Insight. Readership metrics indicate that articles on licensure and NCEES-administered
exams were among the most widely read in Today’s Engineer.
17
Institute of Industrial Engineers (IIE)
Professional licensure remains a focus of this committee.
§ Conducted a panel discussion regarding P.E. licensure at IIE’s National Conference in Montreal, Quebec,
Canada, June 2014
§ Conducted webinar in November 2014 on P.E. licensure benefit and value
§ Petitioned IIE board of directors to change P.E. license examination title from Industrial Engineering to
Industrial and Systems Engineering
§ Working on greater awareness of professional licensure to students at the undergraduate level in U.S.
institutions of higher education
§ Developing Book of Knowledge of Industrial Engineering Principles for transition to NCEES-mandated
computer-based testing
§ Initial book to be in rough draft by August 2015
§ Rough draft of CBT reference book to be used for test verification in spring 2016
§ Working with IIE Council of Industrial Engineering Academic Department Heads to enhance and improve
IE reference material for PE examination candidates
§ Using corpus of NCEES FE Reference Handbook as the starting solution for our CBT reference book
§ FE reference book provides a starting solution for PE examinations
§ Initiated work to develop adequate and sufficient members to become members of PAKS study in the
industrial engineering discipline. PAKS study is to begin in spring 2016.
§ Requested database support in identifying qualified industrial engineer P.E. practitioners to support next
PAKS
§ PE examination development committee met three times during 2014—one time at IIE International
Conference in Montreal, once on the campus of Texas A&M University at College Station, Texas, and once in
Atlanta. First meeting in 2015 held at Clemson, South Carolina, January 30–31. Next meeting scheduled for
May 29–30, 2015, in Nashville, Tennesee, in conjunction with IIE annual conference and with a briefing to
the IIE board of trustees.
International Society of Automation (ISA)
ISA is the primary technical association for professionals involved with the automation, instrumentation, and
control fields of work. With over 30,000 members in over 80 countries of the world, ISA has five primary core
interests of certification, training, standards, publishing, and technical conferences. ISA was established in 1945
as the Instrument Society of America and changed the official name at its annual meeting in October 2008.
ISA promotes and encourages professional engineer registration and license, by participating in the activities of
NCEES and supporting the PE Control Systems examination process. The volunteer leadership and professional
staff provide funding, people, and efforts to enhance the value and need for the registration of engineers working
in process control and automation. To this end, ISA is active with the NCEES Examinations for Professional
Engineers (EPE) Committee, Participating Organizations Liaison Council (POLC), state registration boards, and
other professional societies. Also, ISA is a major supporter of National Engineers Week, both on a national level
and at the local section level. This includes recognitions of outstanding engineers, local displays at schools, and
assistance with other promotions.
One of the primary areas of interest is the maintenance and improvement of the PE Control Systems exam. An
annual meeting of practicing engineers is held to develop new exam items and review the testing procedure and
results. The content of each exam is audited for quality purposes and has shown steady improvement over the
past four years. The number of engineers taking the PE Control Systems exam has increased each year and
continues to gain in popularity among automation professionals. The control systems professional engineer
exam is the most popular of the Group II exams offered by NCEES based on the 2015 statistics.
The most recent PAKS survey was performed in 2010 under the direction and guidance of the EPE Committee.
ISA provided the funds, personnel, and resources for the survey, which was conducted electronically in May and
June of 2010. The results were used to establish a new exam specification for the test content, and the EPE
Committee approved this specification at the 2010 fall meeting in Atlanta. This specification is used to inform
prospective examinees of the exam content and is now posted on the NCEES website. The new exam
specification was incorporated into the ISA training materials and was effective for the first time with the
October 2011 exam administration. The Control Systems PE exam committee conducted an item-writing session
in Houston in January 2015 in preparation for the October administration. The plan calls for similar meetings
18
with new members being enlisted to update the exam and maintain the quality of the final results. Also, the PE
Control Systems exam committee met in Clemson in April 2014 to consider the move to computer-based testing
for the PE Control Systems exam.
The Professional Development Department of ISA has developed and operates a certification effort for those in
the automation field. This is the Certified Automation Professional (CAP), which has been accepted as the means
to display the qualifications for someone in this area of work. The testing is available at any time during the year
through computer-based testing. ISA develops the exams, establishes the qualifications, evaluates the
applications, provides training sessions, and awards the certificates.
ISA offers a broad range of continuing education courses to those in the automation and controls field. These
classes are offered at the ISA headquarters in Research Triangle Park, North Carolina, and in regional locations
around the country. These training classes are complemented with a wealth of published books, reference
materials and technical information exchanges. In addition, there has been an increase in the distance-learning
classes offered by the society, and this is expected to continue to increase in the future. The training and
educational activity is conducted by a segment of ISA known as the ISA Training Institute.
The PE Control Systems exam is supported with various training and educational endeavors by ISA. A study
guide has been developed and published, and is available in its fifth edition to provide information and practice
problems for those preparing for the exam. This study guide was updated to reflect the new 2011 specification
for the exam and is being updated in 2015 as the sixth edition. The Publications Department of ISA has several
books that are designed to provide assistance to prospective registrants. In addition, the three-day PE Control
Systems Exam Review Course was offered five times in 2014, with sites in North Carolina, Georgia, Texas (2),
and California. This has been a well-attended class over the past nine years, with increasing enrollment each
year.
In addition, a new instructor-assisted online training class was developed in 2014 that consists of 20 one-hour
prerecorded sessions, which may be viewed by participants at any time convenient to their schedule. Each
offering is over a 12-week period and includes five teleconference sessions with the instructor and the
participants. This is a major step in the distance-learning initiative. The course was offered two times in 2014,
with good results and reviews.
The training and education plans for 2015 remain the same as 2014, with five or six offerings of the three-day
review class (North Carolina, Texas, California, Illinois, Pennsylvania, and Georgia). The online instructorassisted course is being offered two times in 2015, starting in May.
The ISA executive board has reviewed and discussed the master’s-or-equivalent proposal that is in the NCEES
Model Law and does not support this measure. ISA feels that the addition of 30 upper division/graduate credits,
as a requirement for sitting for the PE exam, will not provide any greater safeguard for public safety, health, or
welfare. The practical work experience, gained by an engineer during the first four years of involvement in the
control systems field is more necessary than additional educational hours for successful completion of the exam
and to assure competent practice for the professional engineer candidate in the control systems engineering field
of practice.
Michigan Society of Professional Surveyors (MSPS)
MSPS has been very busy for the past year. It has a new executive director, Mollee Neff. She successfully led our
group to a sizable increase in growth, which shows much promise for the year ahead.
The society has just completed its 2015 annual meeting, which was held in the Upper Peninsula of Michigan. The
-28 degree temperatures outside did not deter the surveyors of Michigan from enjoying four days of educational
seminars. This year’s attendance for the conference was up, and the numbers exceeded those of the past several
years. With the onset of continuing education requirements, this will be the first year in which the surveyors,
engineers, and architects of Michigan will be renewing their licenses with the mandatory 30 credit hour
requirements.
Currently, our Legislative Committee has been working on numerous issues. This year, they have successfully
pushed through two bills regarding the state of Michigan remonumentation program. We are continuing to work
through the Architects Engineers and Surveyors Legislative Committee on a variety of issues in addition to
Remonumentation. This committee is made up of the Michigan professional societies for architects, engineers,
19
and surveyors with the societies pooling their resources to retain a lobbying firm and addressing legislative
issues of common interest to the design professions.
This past year, MSPS joined NSPS in a program in which all professional surveyors are now members of the
national organization. With the support of several surveying societies across the nation, the NSPS program has
given professional surveyors greater voice in Washington on national matters of interest to the surveying
profession.
Our organization has created a committee to handle the numerous problems our state experiences each year
through non-licensed activity. In an effort to reduce unlicensed activities in our state, our organization has set
up a legal offense fund, which is currently being used to take legal action against non-licensed violators.
MSPS has been very concerned, as is NCEES, regarding the national trend of declining numbers of test-takers in
the surveying profession. In an effort to step up our existing outreach programs, we have been busy this past
year exploring the possibilities of starting a Teaching with Spatial Technology (TwiST) program in Michigan.
This program is designed to expose students at an early age (grades 6–12) to the profession of land surveying.
Our organization raised funds and sent two university professors, one from Michigan Technological University
(MTU) and one from Ferris State University (FSU) to Washington state last spring for training in the TwiST
program. We have now formed a committee that is currently working on bringing the TwiST program to
Michigan. The current plan is to have two TwiST programs running at both MTU and FSU in June 2016. Our
long-term goal is to reach out to neighboring states in hopes of promoting the profession of land surveying by
educating numerous teachers and students throughout the central United States.
MSPS appreciates the opportunity to participate in this POLC meeting and interact with NCEES and the other
members of this council.
National Council of Structural Engineering Associations (NCSEA)
Mission Statement
NCSEA advances the practice of structural engineering by representing and strengthening its member
organizations.
Vision Statement
The National Council of Structural Engineers Associations will be recognized as the leading advocate for the
practice of structural engineering.
NCSEA is the parent organization and coordinating council for 44 state structural engineering associations. The
activities of these member organizations are coordinated and represented by NCSEA in activities such as
building code development and simplification, continuing education, licensure, the structural engineering
emergency response program, and the promotion of the structural engineering profession to students, as well as
the public at large.
Listed below is a partial list of NCSEA activities:
§ Provide practicing engineers access to the development and revision process for codes and standards.
§ Advocate positive changes in the building code development process.
§ Convey accurate information to the general public relative to structural engineering-related events.
§ Educate elected officials about the importance of structural engineers in order to gain their support of
legislation for SE licensure, Good Samaritan Acts, mandatory peer review, and QBS.
§ Educate the media to encourage them to seek structural engineers for commentary on issues that pertain to
structural engineering.
§ Educate other design professionals about the role, value, and importance of structural engineers.
§ Develop publications to assist engineers with difficult and poorly understood areas of practice.
§ Advocate for structural engineering degree programs.
§ Provide meaningful, practical, and convenient continuing education opportunities at reasonable prices.
§ Provide national support for pursuing structural engineer licensure on a state-by-state basis.
§ Pursue improvement in the level of competence and standard of practice of the structural engineering
profession throughout the United States.
§ Work toward establishing a national Structural Engineering Emergency Response (SEER) network.
20
§
§
Provide reasonably priced, semiannual, post-disaster assessment training programs that will be compliant
with the requirements of the forthcoming Federal Resource Typing Standards for engineer emergency
responders.
Publish STRUCTURE, the leading monthly publication for, by, and about structural engineers and their
practice.
Just a few of NCSEA’s accomplishments include the following:
§ Active participation by the Code Advisory Committee in the development process for the 2015 International
Code Council
§ Working with the California Governor’s Office of Emergency Services to deliver the Safety Assessment
Program, a six-hour post-disaster assessment webinar that is one of only two post-disaster assessment
programs that will be compliant with the requirements of the forthcoming Federal Resource Typing
Standards for engineer emergency responders. This training is offered by NCSEA on a semiannual basis.
§ Continued provision of an online review/refresher course, specifically designed for the NCEES Structural
Engineering examination and given twice per year.
NCSEA’s Licensure Committee
The NCSEA Licensure Committee continues to actively advocate structural licensure in every U.S. jurisdiction.
Progress has been made in this effort as several states have moved forward in their efforts.
§ The structural engineers in Texas have been working with their lobbyist, preparing to bring the proposed
changes to the legislature in 2015. They are using the lobbyist to help with all legislative issues relating to
structural engineering, not just licensure.
§ The proposed changes in Florida have been introduced in the house and senate with sponsors in each
chamber. The licensure committee is proceeding without a lobbyist, at the suggestion of its sponsor, but with
the support of a number of professional organizations, including FSPE, the Florida chapter of NSPE.
§ In Alaska, the S.E. as a post-P.E. license will be adopted at the May meeting of the board. It will require two
years of structural engineering experience after the P.E. to take the 16-hour SE exam. Licensed structural
engineers will be required on significant structures, similar to Washington and Oregon.
§ Several other states have made progress and are not far behind, including Georgia, Connecticut, and
Oklahoma.
Three articles related to the licensure of structural engineers appeared in STRUCTURE magazine, and a session
was presented at the 2014 SEI Structures Congress. More resources have been provided on the website and these
continue to be updated.
The long-term chair of the NCSEA Licensure Committee, Susan Jorgensen, P.E., S.E., stepped down in
September 2014, when she was elected to a position on the NCSEA board of directors. The Licensure Committee
is now chaired by Joseph Luke, P.E., a former board member of NCSEA and an active NCSEA Licensure
Committee member involved in the efforts in Texas.
NCSEA also continues to be active in the Structural Engineers Licensure Coalition (SELC). Susan Jorgensen,
NCSEA’s representative to the SELC Steering Committee, took over the two-year role as SELC chair. As 2015
marks the 100th anniversary of structural licensure, NCSEA and SELC are making plans for celebrations at a
number of events.
Structural Engineering Certification Board (SECB)
SECB is an independent, national board certification program for structural engineers, originally established by
NCSEA, but now operating as an autonomous body. SECB was established because structural engineering is
indeed a separate and recognizable profession, because the competent practice of structural engineering is
essential to protection of the public, and because the generic engineering licensing laws adopted by some states,
that do not recognize structural engineering as a unique discipline, do not adequately protect the public. The
SECB criteria parallel those of the NCEES Model Law Structural Engineer but establish more rigorous goals for
primary structural engineering education, continued structural practice, and continuing professional
development. They are intended eventually to serve as the basis for national uniformity in the qualifications
required for S.E. licensure.
21
SECB is continuing its open-enrollment method, for licensed professional engineers practicing structural
engineering, to attain certification based upon experience and education. The open-enrollment method was first
enacted in 2013 when the NCEES exam requirements were revised. The license and/or registration must have
been awarded on or before July 1, 2005, and must remain valid continuously through the time of application.
NCSEA and SECB
Improving the practice of structural engineering continues to be a high-priority goal for both NCSEA and SECB.
As part of that goal, NCSEA will continue to focus on licensure, certification, a formal degree program for
structural engineers, and the active promotion of the NCEES 16-hour Structural Engineering exam.
National Society of Professional Engineers (NSPE)
Being a licensed professional engineer means more than just holding a certificate and possessing technical
competence. It is a commitment to hold the public health, safety, and welfare above all other considerations.
NSPE’s more than 80-year history has focused on this core principle, which professional engineers in all
disciplines and practice areas hold in common.
NSPE works to improve the lives of both the public and the P.E.s that serve it through efforts to
§ Define the P.E. license as the highest measure of professionalism and qualification to protect the public
health, safety, and welfare;
§ Promote awareness and recognition of the value and meaning of the P.E. license; and
§ Protect the integrity of the profession and the welfare of the public by vigorously opposing the practice of
engineering by unqualified persons; and advocating the highest standards of licensure, ethics, and
professional practice.
NSPE’s top licensure priorities in 2015 are outlined below.
Protecting the Integrity and Credibility of the License
NSPE’s foremost priority is to serve as the advocate for licensed professional engineers, regardless of technical
specialty. The society works to promote expanding the role of licensed engineers in order to improve public
safety and to protect against efforts that would have the (often unintended) result of devaluing the P.E. license.
NSPE is currently addressing this issue on two main fronts:
Generic Versus Discipline-Specific Licensure
NSPE remains committed to the same concept of professional licensure that applies to law and medicine—that
is, the licensing of engineers only as a “professional engineer.” It opposes licensure status by designated
branches or specialties. There have been efforts in several states to introduce legislation that would establish a
separate license for structural engineers. With the convening of a new legislative session in the states, NSPE is
prepared to continue to resist such efforts at eroding the P.E. license.
Certification Versus Licensure
Specialty certifications allow professional engineers to upgrade their technical knowledge and skills, increase
opportunities for career advancement, and serve a valuable role in protecting the public by empowering them to
make more informed decisions on the qualifications of individual practitioners. However, when certifications are
required for licensed engineers to perform work that they have already demonstrated they are qualified to do as
licensed professionals or when certifications are accepted in place of licensure, the integrity of engineering
licensure is chipped away and the public interest is harmed.
Moreover, NSPE is concerned about the explosion in the number of certifications in the fields of engineering.
While many of these credentials are solid and serve a publicly beneficial purpose, not all credentials meet
necessary standards in terms of quality, academic rigor, and test validity. This plethora of credentials creates
confusion for the public, who are often not equipped to assess the integrity, substance, and meaning of the
multitude of letters following a practitioner’s name.
NSPE has been proactively working to ensure that certifications do not prevent P.E.s from engaging in the
practice of engineering, as they are lawfully licensed to do, and to ensure that non-engineers are not allowed to
engage in the practice of engineering when they are not duly licensed to do so.
22
Bridging the Gap from E.I.T. to P.E.
NSPE is dedicated to ensuring that E.I.T.s are able to complete the pathway to P.E. licensure. To this end, its
state societies offer programs to prepare E.I.T.s for the PE exam and the next steps in the licensure process.
NSPE offers discounted options for preparatory examination classes with programs such as Kaplan.
Notwithstanding these efforts, too many E.I.T.s enter the workforce, even remain in engineering, but never
return to take the PE exam. NSPE is aggressively pursuing and interested in finding partners in its efforts to
close the leaks in the licensure pipeline, which allow too many E.I.T.s to never complete the licensing process.
Educating the Engineer of the Future
NSPE has been working on multiple projects to play a critical role in the educational development of engineering
students in all disciplines. In 2013, NSPE released the first edition of the Engineering Body of Knowledge
(EBoK), an effort to define the knowledge, skills and attitudes required to practice engineering as a professional
engineer. NSPE has presented to multiple national organizations, as well as smaller groups. The EBoK can be
downloaded free of charge at this link: http://www.nspe.org/sites/default/files/resources/nspe-body-ofknowledge.pdf
The Engineering Body of Knowledge is also playing a critical role in informing the development of the draft
engineering competency model led by the AAES Lifelong Learning Working Group and the Department of
Labor. This engineering competency model identifies the knowledge, skills, and abilities needed for engineers,
regardless of technical specialty, to perform successfully in the field.
NSPE members recently provided important expertise to the Department of Labor in a webinar held on
February 4, 2015, and will be actively participating in an April stakeholder meeting to finalize the document.
Many of the core components of this document reflect the input of NSPE and the Engineering Body of
Knowledge.
Extending Awareness and Applications of Professional Practice Standards and Ethics to Emerging
Non-Legacy Engineering Fields
NSPE recognizes that the engineers’ obligation to protect the public health, safety, and welfare encompasses
more than the traditional engineering arenas of the built environment. New engineering disciplines, such as
genetic engineering and artificial intelligence, continue to emerge and develop and so too must the consideration
of ethical and professional practice in this context. To this end, NSPE has given careful and thoughtful
consideration to the implications of engineering and what role the NSPE Code of Ethics has to play. In response
to a recent article in the Chronicle of Higher Education, NSPE Executive Director Mark Golden discussed the
need to view the Code of Ethics as a living document that adapts to the times. NSPE will be examining this issue
further at its upcoming annual meeting in Seattle, including a session about artificial intelligence.
Licensure Comity
General
Licensure by comity continues to be a major issue for NSPE’s members. Many professional engineers are
licensed in multiple states. State licensure laws vary significantly by state, differing in requirements on
professional experience, education, and continuing professional development hours. NSPE endorses enactment
of uniform licensure laws in all jurisdictions. NCEES has developed its Model Law as a guide for use by
engineering licensure boards and legislatures in the interest of achieving uniform laws for the licensure of
engineers in all jurisdictions. NSPE endorses the NCEES Model Law definitions of the practice of engineering
and the practice of surveying and encourages enactment of Model Law provisions.
CPC Comity
Engineers licensed in multiple states continue to report difficulty in complying with CPC requirements due to
the fact that requirements vary substantially by state. NSPE advocates for conformance of requirements, forms,
and renewal periods to facilitate renewals for P.E.s licensed in a multitude of states. This is in process within
NCEES, and NSPE strongly encourages it.
Collaboration
As an integrated network of organizations, operating at the national, regional, state, and local levels, and serving
a multidisciplinary constituency, NSPE is strongly committed to partnership and collaboration wherever
possible. It seeks to avoid the costly redundancy of multiple independent campaigns or activities serving the
same stakeholders and to maximize impact addressing the needs of professional engineers by leveraging
interests shared with likeminded organizations through close cooperation and support.
23
National Society of Professional Surveyors (NSPS)
The first convening of the Collaboration: The Map to the Future conference is scheduled to take place at the
Hilton Hotel Crystal City in Arlington, Virginia, March 13–16, 2015. NSPS and MAPPS are sponsoring this first
of what is hoped will be an annual event that ultimately encompasses a variety of associations, professional
societies, companies, and government agencies in the surveying, mapping, and geospatial field.
The inaugural event will serve as an umbrella featuring a conference-within-a-conference format in which
participating organizations will hold respective meetings and sessions. It will include events during the
conference by the National Geodetic Survey of NOAA, Fish and Wildlife Service, and the Geospatial
Management Office of the Department of Homeland Security.
The conference will include general sessions, an exhibit hall, and social/networking activities designed to create
synergy among the many vertical segments (technical disciplines, applications, and sectors) of the surveying,
mapping, and geospatial community. It will also include a Day on Capitol Hill, during which members of NSPS
and MAPPS are set to visit with legislators and their staffs to discuss issues of importance to the overall
geospatial community.
The NSPS joint membership program continues to expand, with 47 state affiliate organizations and the one in
the District of Columbia participating. NSPS membership now stands in excess of 15,000.
For the first time, NSPS will conduct its 2015 elections using an email-based service. In addition to providing a
more cost-effective alternative, NSPS is hopeful that the service will also result in higher numbers of members
participating.
NSPS is assisting in a U.S. Department of Labor initiative to define the positions of Surveyor and Survey
Technician. The organization O*NET is conducting the study. NSPS has worked with O*NET on similar projects
in the past, the most recent of which was to define the position Geodetic Surveyor. To date, more than 80
volunteers from across the United States have responded to a solicitation for volunteers that was issued through
the NSPS News & Views weekly email newsletter. Those who are selected by O*NET from the NSPS volunteer
list will be contacted in late summer 2015 to begin the study.
NSPS has been requested to provide its viewpoint on the discussion that has sprung up in various media outlets
regarding the future of surveying and what some have perceived as a dangerous approach to qualifications
requirements for licensure as a professional surveyor. Especially concerning to some are the issues of whether or
not one should be required to have the currently mandated experience prior to being allowed to take the PS
exam and whether or not the state-specific portion of the PS exam should become regional-specific. To date,
NSPS has not officially weighed in on these issues, but it has discussed them internally. NSPS Executive Director
Curt Sumner, L.S., continues to meet with the NCEES Future of Surveying Task Force and will discuss these
issues in upcoming meetings.
Again in 2015, NCEES is providing input and assistance to NSPS for promotional materials related to National
Surveyors Week (March 15–21), and for the NSPS TrigStar program. NSPS very much appreciates its
relationship and collaboration with NCEES on these important outreach initiatives.
NSPS has seen the notification that NCEES is launching an Emerging Engineers and Surveyors Group. This
program targets individuals who are also eligible for either NSPS Student Membership or the NSPS Young
Surveyors Group. NSPS will share the information about the NCEES program with its young surveyors’ group
and student members. NSPS hopes to work closely with NCEES to engage this critical demographic with our
profession.
Society of Fire Protection Engineers (SFPE)
SFPE would like to thank the dedicated staff at NCEES for all its hard work in supporting the PE Fire Protection
exam and the fire protection engineering profession. In 2014, SFPE completed the following activities that
promoted licensure and the profession of fire protection engineering.
New Strategic Plan
During the spring and summer of 2014, the SFPE board of directors started the process to revising its strategic
plan. As part of this strategic plan, SFPE will pursue its vision by serving members and customers worldwide,
providing world-class information, education, and advocacy. In doing so, it will emphasize its expanding role as
24
the recognized global leader in providing state-of-the-art and practice-focused technical information, training
and support.
The strategic plan focuses on six goals:
§ GOAL 1: Promote the development, advancement, and application of scientific and engineering principles
to safeguard people, property, mission, heritage, and the environment from the negative impacts of
unwanted fire.
§ GOAL 2: Advocate for the profession.
§ GOAL 3: Continue to enhance the capacity of SFPE and its chapters to provide high-quality services to
members and the profession.
§ GOAL 4: Establish the core competencies (education, skills, knowledge, etc.) and roles and responsibilities
for the profession.
§ GOAL 5: Develop, expand, and promulgate technical knowledge and information.
§ GOAL 6: Provide the means to aid members’ continued growth throughout their careers.
PE Fire Protection Exam
SFPE continues to promote the PE Fire Protection exam. In 2014, the society sponsored a web-based
preparation course for the exam. Over 100 students participated in this course. In addition, SFPE used the
NCEES Speaker’s Kit to make presentations on the FE and PE exams at the University of Maryland Department
of Fire Protection Engineering.
Society of Naval Architects and Marine Engineers (SNAME)
SNAME was organized in 1893 to advance the art, science, and practice of naval architecture, marine
engineering, ocean engineering, and other marine-related professions. For more than a century, its members
have included commercial and government practitioners; students; and educators of naval architecture,
shipbuilding, marine, and ocean engineering.
The society has about 8,000 members in the United States, Canada, and abroad, with membership distributed in
13 U.S., 3 Canadian, and 1 European section. These sections host 31 student sections: 24 U.S.; 3 Canadian; 1
Greek; 1 Egyptian; 1 Argentine; and 1 Italian. The sections hold technical meetings on a regular schedule to help
members develop and retain relevancy to technical developments in the field. SNAME holds an annual meeting
and exposition, supports several annually held symposia, and is a founding and participating society in the
Offshore Technology conference.
The society encourages the exchange and recording of technical information, sponsors applied research, offers
career guidance, supports education through ABET accreditation activities (now for more than 30 years) and its
scholarship program, and enhances the professional status of its membership by actively promoting professional
engineering licensure. The society offers accredited continuing education courses at its annual meetings and
accredited professional development presentations at section meetings, symposia, and industry conferences. For
13 years, the society has offered an online professional engineer review course that has had about 500
registrants. Over 90 percent of those who have taken the examination have now become licensed professional
engineers, approximately 80 percent on the first time and 60 percent on repeat taking of the examination.
The society has a number of standing committees, including Technical and Research; Scholarships; Education;
Academic Program Accreditation; and Professional Engineering Licensure. The Technical and Research
Committee hosts 10 technical committees with 72 technical panels having about 1,200 members who address
current problems in the field and prepare technical reports reflecting advancements in the field and providing
improved design information. The P.E. Licensure Committee consists of about 40 practicing licensed
professionals in the United States who review, prepare, and test the validity of the NAME exams. Other licensed
P.E. members (recently 10) conduct the P.E. review course each year for those preparing to take the NAME
exam.
The accreditation activities of the society have been an ongoing effort for more than 30 years, and the
scholarships program has been ongoing for almost 70 years. The society’s ABET accreditation committee works
diligently to ensure that accredited programs are current, with the state-of-the-art courses to prepare graduates
for practice in the field.
25
Structural Engineering Institute of ASCE (SEI of ASCE)
100 Years of Structural Engineering Licensure
This year marks the 100th anniversary of S.E. licensure. The Illinois Structural Engineer Act of 1915 recognized
the need to protect the public by licensing those engineers that were creating the unique skyline of Chicago. The
structural engineering profession is looking to NCEES as a partner in celebrating and recognizing this
anniversary. Starting about 15 years ago, in the presidency of Ted Fairfield, P.E., NCEES has made important
strides in improving S.E. licensure standards through the Model Law Structural Engineer designation and the
nationally accepted Structural Engineering exam.
SEI and SELC
SEI was established in October 1996 to serve the unique needs of the structural engineering community more
effectively while also being their voice on broader issues that shape the entire civil engineering profession.
Today, over 22,000 structural engineers within ASCE are members of SEI, including over 2,000 international
members. Membership includes leaders in both structural engineering practice and academia, and for this
reason SEI provides networking opportunities while also stimulating coordination and understanding between
academia and practicing structural engineers.
SEI has encouraged discussions about licensure issues through summits on structural licensing and related
activities undertaken by its Professional Activities Committee during the past 10 years. The board of governors
of SEI has adopted and endorsed a policy statement in support of licensing for structural engineers. This
position is in concurrence with Policy Statement 524 of ASCE regarding additional credentialing for civil
engineers beyond the P.E. license.
SEI, NCSEA, SECB, and the Council of Structural Engineers have created a coalition, Structural Engineering
Licensure Coalition, with the intent to gain wider support for structural engineering licensure and to support
efforts in any states to pass legislation for structural engineering licensure. The coalition is seeking support and
collaboration with NCEES on the establishment of a format for structural engineering licensure that can be
incorporated into the Model Law for professional engineers.
SEI continues to support the efforts by NCEES in the writing of the Structural Engineering examination and the
administration of this exam in all jurisdictions across the country. As in the past, the institute supports a
uniform set of standards for the licensing of structural engineers, including the examination component of these
requirements. This will create consistency among the various jurisdictions, and facilitate comity for licensed
structural engineers.
The Minerals, Metals, and Materials Society (TMS)
The TMS Professional Registration Committee has completed all work for the administration of the PE
Metallurgical and Materials anchor exam in October 2015. The approved new exam specification was posted by
TMS and NCEES after the 2014 exam administration. An updated list of recommended reading/references was
created and posted. A sample question/study guide is under final review and will be available in March 2015.
Also, for the first time, TMS plans to offer a review course for exam preparation. It is currently being developed,
with a first offering scheduled in August 2015. In other work, the committee is exploring how to best approach a
supplied reference for the exam in anticipation of moving to a computer-based format in the future.
TMS developed and debuted Comic-tanium™: The Super Materials of the Superheroes, a traveling, nonprofit
educational exhibit that makes a connection between the real world of materials science and the fictional worlds
of well-known comic book heroes like Iron Man, Captain America, Spider-Man, Batman, and others. It was
developed by the TMS Foundation, TMS, and the ToonSeum, a nonprofit museum of comic and cartoon art
based in Pittsburgh, Pennsylvania. Comic-tanium uses comic art to present how materials science and
engineering actually does “save the world” every day. Its mission is to inspire young people to pursue careers in
the science and engineering professions. The highly interactive exhibit was featured at the TMS annual meeting
in San Diego and at the ToonSeum in Pittsburgh and is available for educational outreach through schools,
museums, and universities.
TMS continued its collaboration with four societies, Association for Iron and Steel, the American Ceramic
Society, ASM International and NACE, the Corrosion Society, at the Materials Science and Technology 2014
conference held in Pittsburgh.
26
The Accreditation Committee continues as the lead ABET member society in the accreditation of university
materials engineering programs. Minor changes to the program criteria proposed by TMS and other
collaborating stakeholders have been approved by the ABET board for a second public reading. The committee
assigned program evaluators to eight university programs in fall 2014.
The Accreditation Committee held the fourth offering of a symposium entitled, “Continuous Improvement of
Academic Programs and Satisfying ABET Along the Way: The Elizabeth Judson Memorial Symposium,” at the
Materials Science and Technology 2014 conference. The objective of the symposium is to provide support to
academic programs in developing continuous improvement processes and provide a forum in which programs
can share ideas, experiences, and best practices.
The Accreditation Committee also held a statement-writing workshop via webinar to help program evaluators to
write statements that accurately and effectively communicate the intended conclusions and stand up through the
ABET editing process.
To explore additional membership needs, TMS formed an ad hoc Professional Development Committee to
actively assess and develop programs and activities that address the professional development and training
needs of materials science and engineering professionals. The committee will coordinate society activities for
both technical and nontechnical professional development programs.
TMS continues collaborative activities through its Accreditation and Education Committees with the University
Materials Council, which is made up of the department chairs of the Materials Engineering Departments in
universities.
The Materials Advantage Program, a cooperative venture with AIST, ACerS, ASM International, and TMS,
continued to thrive and increase student membership, which in turn increases awareness of the materials
community to students.
National Council of Examiners for Engineering and Surveying (NCEES)
Presidents’ Report
President Widmer thanked the societies for their reports. He then provided the following overview of NCEES
activities.
I’d now like to give you some highlights of current NCEES activities. As you’re aware, NCEES is made up of the
licensing boards that regulate the engineering and surveying professions in the United States. Since its founding
in 1920, NCEES has been committed to advancing licensure for engineers and surveyors in order to safeguard
the health, safety, and welfare of the public.
Each of you has a copy of our 2014 annual report, which highlights our activities for the past year. You also have
a copy of our latest publication, NCEES Squared, the official NCEES source for engineering and surveying
licensure statistics. This inaugural issue features data from the 2013–14 fiscal year, including the number of U.S.
licensees and the pass rates and volumes for NCEES exams. We wanted to make our licensure data available to a
wide audience and hope that you find this annual publication useful.
Computer-Based Testing (CBT) Update
In January, NCEES reached the first anniversary of CBT for the FE and FS exams. The transition involved
significant changes to the format of the exams and the procedures for administering them. The FE and FS are
now offered in testing windows throughout the year at approved Pearson VUE test centers across the country.
The CBT system has worked extremely well from the start. Examinees now enjoy year-round testing and receive
their results within 10 days. NCEES gained enhanced security and better uniformity in testing conditions. The
validity and overall pass rates remained virtually unchanged from the pencil-and-paper exams.
As we expected, the number of FE and FS examinees is down following the transition to CBT, but the effect on
revenue is not significant because of several factors, including revenue from rescheduling fees. We have seen a
recent rise in the number of examinees. In January, 151 examinees per day were scheduling to take their exams
this fiscal year, compared to 90 per day in the summer and fall. We are monitoring the examinee volume and
looking at how to best motivate candidates to schedule and take their exam.
27
Our exam committees continue to work toward moving the PE and PS exams to CBT. In February, the NCEES
board of directors approved moving the PS exam to CBT administration beginning October 1, 2016. The last
administration of the pencil-and-paper exam will be in April 2016.
For each of the other 25 professional exams, NCEES is working with Pearson VUE to consider issues such as the
number of items and the length of the exam, the exam format and frequency, the type of exam items, and the
references that examinees are allowed to use.
NCEES Committee/Task Force Updates
NCEES committees and task forces are addressing a range of issues this year, including how to improve mobility
between states. Several of their charges relate to increasing uniformity and cooperation among states regarding
continuing professional competency (CPC) requirements for professional engineers and surveyors.
At the 2014 NCEES annual meeting in August, delegates approved the development of a CPC registry that will
allow licensees to manage their record of CPC activities. The registry will maintain a record of CPC information,
provide an estimate of a licensee’s compliance with the CPC requirements for a majority of U.S. jurisdictions,
and identify and summarize CPC activities offered by recognized providers of quality courses. The registry will
enhance mobility by providing a tool for licensees to maintain CPC activities in a consistent format.
This year, several NCEES committees are addressing charges to streamline CPC compliance for professional
engineers and surveyors. At the 2015 annual meeting, a committee will offer a proposal for each licensee to have
the option of meeting either that jurisdiction’s CPC requirements or satisfying the NCEES Continuing
Professional Competency Standard. The NCEES CPC Standard is a minimum of 15 professional development
hours per calendar year, including at least one ethics PDH per year. The licensee would have to use the NCEES
CPC Registry for reporting and upload supporting CPC documentation. Each jurisdiction would have to agree to
use this system. We are hoping for some momentum over the next year.
At the 2014 annual meeting, delegates voted to remove from the Model Law the prerequisite that the four years
of engineering experience must be earned before a licensure candidate can take the PE exam. The Model Law
still requires four years of experience for initial licensure, but the timing of earning that experience is no longer
tied to an exam. This change to the Model Law is subject to implementation at the state level. Each jurisdiction
will decide whether to remove the prerequisite from its laws or policies. Several boards have already been
allowing early taking of the PE exam for years. Statistics suggest no significant change in pass rates, and
anecdotal accounts indicate that candidates in these jurisdictions are earning two to three years of experience
before attempting the PE exam.
This year, an NCEES committee is considering a similar change for the timing of the PS exam. It will make its
recommendations to the Council for action at the annual meeting this August.
Delegates at the 2014 annual meeting also voted to remove the additional education requirement for engineering
licensure in the Model Law and Model Rules, set to take effect in 2020, and to create a position statement that
reflects those standards, where NCEES can continue to develop them. An NCEES committee is currently
working on this charge and will have a recommendation for Council action at the annual meeting in August.
Exam Updates
In addition to efforts to move our exams to computer-based testing, NCEES had other changes to its exam
program in the past year.
§ In April 2014, NCEES introduced updated design standards for the Structural Engineering exam and for the
Structural and Transportation modules of the PE Civil exam.
§ Next month, NCEES will introduce new specifications for the five module options of the PE Civil exam.
International Activity
As mobility of practice has become an increasingly global concern, NCEES has seen an increase in international
activity. It now has agreements with seven foreign entities to administer NCEES exams in those countries.
At the 2014 annual meeting, delegates voted to authorize CEO Jerry Carter to negotiate a contract with the
Chinese Institute of Engineers to offer NCEES exams in Taiwan.
28
There are now nearly 400 EAC/ABET-accredited engineering programs located outside the United States. We
expect that a number of them will contact NCEES to request access to the FE exam as an outcomes assessment
tool.
NCEES will continue to focus on supporting member boards as they evaluate licensure candidates from outside
the United States and supporting U.S.-licensed professional engineers and surveyors who want to practice
oversees. Making it easier to practice our professions across borders will promote the exchange of ideas and
accelerate engineering and surveying advances.
Emerging Leaders
As part of our continuing efforts to improve the licensing process, NCEES is launching an Emerging Engineers
and Surveyors Group. The group will connect students and young engineers and surveyors with NCEES decision
makers to
§ Provide feedback and discuss topics concerning the licensure process and
§ Discuss topics relevant to the future of the engineering and surveying professions
The group will meet at the 2015 annual meeting in August and will also address charges during the year. The
12-member group will include senior engineering and surveying students, engineering and surveying interns,
and professional engineers and surveyors under the age of 35.
NCEES is accepting applications online through April 1. This is a great opportunity for student and young
professional members of your organization to build their résumés and make a unique contribution to their
profession. We would appreciate your help with promoting this initiative with your members.
Exam Volunteers
NCEES depends on our volunteers to fulfill our mission of advancing licensure for engineers and surveyors.
Developing and maintaining our exams require the work of over a thousand licensed professionals who
volunteer their time and expertise. We need a cross-section of professionals in terms of geography, years of
experience, and practice areas. One demographic that we could especially use more participation from is young
professionals—those who have been licensed less than five years. I ask you to encourage the young professionals
in your organization to help us with this important work. It’s a unique opportunity to strengthen their profession
while meeting colleagues from a variety of professional backgrounds and earning professional development
hours.
It’s very simple to volunteer. Just click on the Volunteer link on our homepage, ncees.org. We’ve given everyone
a card with your materials so that you’ll have the details. Exams are at the heart of our work at NCEES, and we
need your members to keep our exam development program strong.
NCEES President-Elect’s Report
President Widmer concluded his update on activities and asked if the attendees wanted to discuss any items. He
then called upon NCEES President-Elect Michael Conzett, P.E., to address the group. President-Elect Conzett
gave the following report.
Anticipated Directions for NCEES
I have been asked to speak about my upcoming year as NCEES president and my anticipated directions for the
Council. Actually, the directions are ultimately dictated by the member boards of NCEES. I will speak relative to
my desire for the directions of the Council under my watch.
First, a little about myself, my story:
§ Am a middle baby boomer born in 1955 top of the bell curve
§ Am a child of the ’60s
§ High school years in Iowa were during a time of social unrest in the U.S. Vietnam, environmental activism,
centered around such events as Great Lakes eutrophication, Cuyahoga River fire, Love Canal, Times Beach,
etc.
§ Observed people who were environmental activists and thought I could be one of them or I could be
different
§ Liked math and science, and liked the environment
§ Went to Iowa State University: B.S./M.S. environmental engineering
29
§
§
§
§
§
§
First job was at Procter and Gamble, which funded my master’s research. There, I conducted environmental
research at the corporate level.
Became licensed while working there even though I didn’t need to because of an industrial exemption. I was
self-motivated and wanted to be licensed regardless because I saw licensure as the highest degree of
professionalism.
Spent 5.5 years there and was tired of the rat race—wanted a different career path
Then the last 30 years at HDR Inc. in consulting, specializing in soil/ground hazardous waste
Served on the Nebraska PE board the past 12 years
Became active in NCEES all along, and ultimately wanted to pursue leadership. It happened!
Since the annual meeting in August, I have been drinking from a fire hose, learning about my duties and
responsibilities. I have been serving on committees as the board liaison as well as attending meetings such as
this to learn what the various engineering and surveying disciplines are engaged in.
Looking ahead, I have the daunting task of selecting committee/task force members as well as beginning to
develop charges for all of the groups. To do it, I will look at their work the past year for recommendations and
motions. I will follow the NCEES strategic plan as the blueprint for the future. This plan is available on the
NCEES website under About NCEES. I also listen for ideas from meetings such as this one.
Ongoing topics
§ Future of Surveying Task Force: I plan to continue this.
§ Emerging Surveying and Engineering Leaders: This is made up of young professionals who will gather as
focus group so that NCEES can better understand what they see as the value of licensure (is it worth it to
them? to society?) as well as what they see as impediments to licensure. What are they willing to do to be
licensed?
§ Mobility and uniformity in licensure: I will continue charges related to these topics. One of these is the CPC
work by the Education and MBA committees to remove administrative obstacles that licensees are faced
with to comply with continuing professional competency (CPC) requirements, especially for those licensed
in multiple states. We are making decent progress. Once we are able to remove administrative obstacles, we
can then begin to work on improving the quality of CPC offerings. This is what is really important.
§ I continue to watch with great anticipation the database management system (E3 project) that IT is
implementing. One feature will be CPC registry. Licensees will be able to log activities and documentation
for benefit of them and state boards.
§ CBT: Lead NCEES and member boards to inauguration of PS exam to CBT on October 1, 2016, and monitor
forward progress of conversion of PE exams to CBT.
Education Goal
Relative to the NCEES strategic plan, one of the goals is education, and that is a love of mine. The education goal
is as follows: Education standards for entry into professional practice and for continued licensure will reflect
continually evolving minimum requirements for the protection of the public.
Priority Objective Related to Education Required for Initial Licensure Strategy
§ Develop and adopt a position statement on educational requirements for initial engineering licensure.
§ Continue dialogue with professional and technical societies related to engineer and surveyor educational
reform. That part belongs to all of you.
Much has been said over the past 10 years about master’s-or-equivalent (B+30) requirement. There has been a
great deal of debate about the need for additional education as a condition for licensure, how it should be
provided, etc. But what I have also heard were lots of voices saying there is a need for undergraduate engineering
education reform. Even ABET has acknowledged this need for reform. It has clearly stated, however, that with
regard to any future requirement for additional education prior to initial licensure, the effort would need to be
led by NCEES.
There has also been a lot of dialogue around the idea that state licensing boards should vote for
concepts/language changes in the Model Law and Model Rules only if they believe they can be implemented in
their own states. At one level, I can understand that. I get it. But at a higher level, if that is all we do at NCEES,
30
then we should pack up our tent and leave, never to camp in the wilderness again. Because leadership is much
more than that. It is about being in front.
One of the important stated objectives of Model Law is development of best practices. That is all about being in
front. When the world changes, we better be willing to change as well. And for the most part, engineers and
surveyors are doing a great job at that. But we are falling short in looking at additional education requirements, I
believe. More and more, this is a future issue. It isn’t about the year 2020, but it is about future change.
The dialogue has been pretty good, even in conversation with opponents of the master’s-or-equivalent
requirement. If we are not forward thinking and fail to do something about what some engineering societies
such as ASCE and NSPE believe is needed for education reform, then someone outside our groups will be doing
something to us we may not like. Please understand, I am not saying this as a threat, but I do believe that in
some respects, licensure is at risk. And while that is a bold statement with “prove it” written all over it, just look
at what happened in North Carolina and the U.S. Supreme Court with the dental profession. The public could be
convinced that it is certification—and not licensure—that is most important.
That is why I am so concerned and passionate about the legacy of education to leave the next generation. For to
me, it is not about what you need to be a graduate engineer; it is about what you need to be a licensed
professional engineer.
Following last August’s vote, I was disappointed but not discouraged. If we have the master’s-or-equivalent
language somewhere in NCEES documents (such as a position statement), then we can work with it. If the
Council passes the position statement, I will continue encouraging forward movement of additional education
prior to licensure by giving the Education Committee the same charge they would have had but for the
Oklahoma motion that removed the requirement from the Model Law and Model Rules. I am committed to
continue to listen to those societies that place a high value on licensure to see if we can get to common ground
regarding additional pathways other than the master’s or 30 hours of equivalent credit.
I believe we can find common ground. It is out there. Following last year’s vote, I had society representatives say
to me they want to work together to get to a mutually acceptable place. I am encouraged by that expression. I
trust that it was genuine. We can disagree as to how additional education is structured. But we should not
disagree on its importance to the future for licensure.
Finally, if you hear me talking about raising the bar for licensure, it is for more than just education. We need to
constantly raise the bar for all three legs of the licensure stool.
§ Raise the experience bar. Evaluating international experience can be challenging, but we also must
ensure licensure candidates have the progressive experience that we all require. This can be challenging as
technology becomes more and more involved with our work products. I believe critical thinking can at times
get left behind, and that is such an important piece to progressive experience.
§ Raise the exam bar. As we move to CBT for the PE and PS exams, we will have better opportunities to
design test items that can help ensure the exams are testing the practice of engineering and surveying.
Adjournment
With no new business to be brought before the group, President Widmer thanked all attendees for their
participation. The next POLC meeting will be held March 5, 2016, in Atlanta.
31